Efectividad de la Traducción Audiovisual Didáctica y del Inglés con Fines Sociales para fomentar las competencias lingüísticas y la perspectiva de género

Autores/as

  • Antonio Jesús Tinedo-Rodríguez Primary affiliation: Universidad de Córdoba Secondary affiliation: Universidad Nacional de Educación a Distancia (UNED) https://orcid.org/0000-0002-8023-3212

DOI:

https://doi.org/10.7203/realia.33.28285

Palabras clave:

Didactic Audiovisual Translation, Language Education, Educational Technology, Gender Awareness

Resumen

Los avances exponenciales en el ámbito tecnológico han abierto numerosas posibilidades en el ámbito de educativo. En este sentido, cabe destacar el papel de la Traducción Audiovisual Didáctica (TAD), puesto que es un campo del conocimiento joven que ha tenido un desarrollo paralelo al desarrollo tecnológico. La TAD consiste en la aplicación de la traducción pedagógica al texto audiovisual, de forma que el alumnado se convierte en consumidor y creador de productos audiovisuales a través de la aplicación de protocolos adaptados de diferentes modalidades de traducción audiovisual (subtitulado, doblaje, etc.). Asimismo, el Inglés con Fines Sociales y de Cooperación (IFSyC) aboga por dotar de contenidos transversales al diseño de materiales para el aprendizaje de lenguas, de forma que el alumnado no solo desarrolle sus competencias lingüísticas, sino que de forma simultánea adquiera conciencia sobre diferentes temáticas sociales. El objetivo de este estudio es explorar hasta qué punto la unión del IFSyC y la TAD resulta motivadora para el alumnado y cumple con el cometido de mejorar las competencias lingüísticas y la conciencia social simultáneamente. La muestra consta de 32 participantes. Se implementó una unidad formativa de subtitulado didáctico que ponía el foco en la opresión a la creatividad de las mujeres en la historia y posteriormente se implementó un cuestionario. Los resultados muestran que las personas participantes percibieron una mejora de sus competencias lingüísticas, su conciencia de género y su motivación. Es de interés que estudios futuros exploren diferentes modalidades de TAD con intervenciones de mayor duración.   

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Biografía del autor/a

Antonio Jesús Tinedo-Rodríguez, Primary affiliation: Universidad de Córdoba Secondary affiliation: Universidad Nacional de Educación a Distancia (UNED)

Antonio Tinedo Rodríguez holds a a PhD in Bilingual and Intercultural Education (UCO), a Bachelor’s Degree in Primary Education (UCO) and a Bachelor’s Degree in English Studies (UNED). He has also obtained a Master’s Degree in Information Technologies and Communication in Language Education And Processing (UNED). He was awarded with the national grant “Beca de Colaboración en Departamentos Universitarios” by the Spanish Ministry of Education and Vocational Training (MEFP); thanks to this grant he could start researching in the Department of Education (UCO). Besides, he obtained a predoc UNED-Santander scholarship, and a UNED-FPI scholarship. He also obtained a UNED-Santander scholarship for predoctoral stays abroad, thanks to which he enjoyed a research stay at the Università del Piemonte Orientale. His knowledge transfer activities have been focused on the development of a patent in collaboration with the other members of the Tradit research team, to which he belongs, as well as on dissemination in specialized media such as The Conversation. The author has published in specialised journals like Hikma, Translation and Translanguaging in Multilingual Contexts, Comunicar, ELIA, Parallèles, or Languages. Since February 2024, he has been co-director of the Transletters: International Journal on Translation and Interpreting. His research interests focus on Didactic Audiovisual Translation, Bilingual Education, ICTs and language learning, and Digital Humanities. He is now an Assistant Professor of the Department of English and German at the University of Córdoba.

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Publicado

2024-04-09

Cómo citar

Tinedo-Rodríguez, A. J. (2024). Efectividad de la Traducción Audiovisual Didáctica y del Inglés con Fines Sociales para fomentar las competencias lingüísticas y la perspectiva de género. Research in Education and Learning Innovation Archives, (33). https://doi.org/10.7203/realia.33.28285
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